Learning to Change: Transforming Education in South East Europe

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Their works chronicle the profound effect armed conflict, political transition, and the increasing openness the region has experienced on education. It is a significant achievement as it is the work of individuals who are involved in the field and have a first hand perspective on issues of education in the region.

The essays shed light on the reality of the educational reforms: they are far from beeing linear progressive processes, on the contrary, they are very often paradoxical and even controversial. A collection of first-person narratives by specialists in the field of education in South-East Europe. It chronicles the profound effect armed conflict, political transition, and the increasing openness the region has experienced on education.

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Overnight shipping is available for an extra fee. Seller Info. Transforming education means making it more inclusive, responsive, and relevant to the lives of young people. On-ramps to possibility and prosperity, which should be open to everyone, have been limited or closed to those who need them most urgently. Over several decades, IYF has explored how best to contextualize learning to the needs of differentiated learners in their localized contexts, with an eye towards creating equitable and inclusive access to opportunity for all young people.

Here are four key lessons:.

Transforming the Future of Education - Sir Ken Robinson, at USI

We must move to action, and we must move quickly. Count on IYF to keep you up to date on ideas and initiatives promoting positive youth development around the world. Get our email newsletter or follow us via RSS—or both.

Here are four key lessons: Education must be demand-driven. It is no longer acceptable for the education and workforce sectors to remain siloed.

Inclusive Education Initiative: Transforming Education for Children with Disabilities

The second reason is the experience of a growing number of schools, like KLS, which are not just bolting edtech onto the existing way of doing things but using the new software to change how pupils and teachers spend their time. Both, it seems, get more productive. Now, at least in some places, its days seem numbered. Investors, both philanthropic and otherwise, are excited.

He wants most American schools to adopt the new sorts of education it promises within a decade—and then help spread it worldwide. Research in two fields is shaping the new technology. Artificial intelligence AI is letting machines learn about the pupils using them by studying the data produced in the process. The late American psychologist Benjamin Bloom convinced many educationalists that overcoming the failings of the factory model required making group instruction more like personal tuition—which his studies showed to be the most effective form of teaching.

Machine learning, a branch of AI that allows computers to pick up on patterns they were not explicitly programmed to perceive, lends itself well to this approach. But it is not essential. Mindspark, developed by Educational Initiatives, an Indian company, simply draws on a bank of 45, questions and the 2m answers generated every day. For example, children often say that 3.

Learning to Change: The Experience of Transforming Education in South East Europe

Mindspark will pick up on this pattern of error and recommend specific remedial exercises. Newer programmes being developed around the world use machine learning to find pupil-specific patterns of error and strength.

Siyavula Practice, a South African product, is used by more than 32, pupils in schools to teach maths and science. Rapid progress in speech recognition and generation may take such ideas further. Their findings suggest that some black children learn science quicker when they interact with a virtual peer using African-American vernacular than one speaking with a standard dialect. Some of these companies pay close attention to the science of learning. That is roughly the success rate, it says, that neither bores nor deflates learners.

Digitizing the last mile

ALEKS, meanwhile, eschews multiple-choice questions. Instead it requires users to type responses—a more taxing method. A forthcoming paper by Philip Oreopoulos and Andre Nickow for J-PAL, a group at MIT which looks for evidence about what actually works when it comes to alleviating poverty, reviews dozens of randomised controlled trials involving edtech. In nearly all the 41 studies which compared pupils using adaptive software with peers who were taught by conventional means the software-assisted branch got higher scores.

In most studies, language scores were higher, too. They found that the progress made in language and maths by those pupils was greater than in almost any study of education in poor countries—and for a fraction of the cost of attending a government-run school.

In part this is a function of a low baseline. Indian curriculums are far too ambitious, artefacts of an era when schools were the preserve of the elite, and at any given time a quarter of the teachers will be absent. One particularly encouraging aspect of the study was that it seemed to show those least-well-served by the current dispensation benefiting most—the poorest performers saw larger improvements than those who had previously been getting by. It is also much harder to judge the technology in softer subjects—fields where mimicking a tutor is undoubtedly harder.

How to improve the argument of a history essay is not something edtech easily grasps, any more than it could advise on the use of humour in a drama class. They are less likely to suffer because a teacher is hungry, or tired, by the time of the last essay. It is also worth noting that the same system can show different effects in different trials.

A study published in found that pupils using Teach to One: Math learned faster than the national average, according to a standardised test. But research that came out a year later could reach no conclusions as to its impact. A study of another system, DreamBox Learning software, found that its impact differed from school to school.

CAS SEE | Center for Advanced Studies – South Eastern Europe

When it was used for 60 to 90 minutes a week, as its producers intended, and their suggestions as to how to get the most out of it were followed, it had much better effects. Seeing Teach to One: Math in action underlines how much change is needed to make it work—which may explain why it does less well in some studies than others. When pupils at the Ascend School in Oakland arrive for their daily hour and a half of maths, they look up at monitors resembling airport information screens which tell them what and how they will learn today.

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

Learning to Change: Transforming Education in South East Europe

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